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    Wyświetlanie 1-5 z 5
    Tytuł:
    Developing Critical Thinking in the Next Generation of Teachers at Universities:
    Autorzy:
    Novotna, Erika
    Powiązania:
    https://bibliotekanauki.pl/articles/1837663.pdf
    Data publikacji:
    2021-06-08
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    critical thinking
    teacher training
    future generation
    Opis:
    The world of education has changed. Information is available anywhere and at any time. It can be daunting to understand and assess it and to distinguish a hoax from objective reality. The training of future teachers at universities needs to be changed so that a graduate from a Faculty of Education will become a professional capable of teaching others how to learn. Teachers can no longer only transmit information and evaluate how students acquire it. They should make learning meaningful and guide learners toward critical thinking. The underlying assumption is that they themselves can think critically. The aim of the study is to compare the level of critical thinking in university students between two generations of students, Generation Y (Millennials) and Generation Z (the iGeneration).
    Źródło:
    Multidisciplinary Journal of School Education; 2021, 10, 1(19); 121-137
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    La competencia comunicativa y lingüística en la formación inicial de maestros: un estudio piloto
    Autorzy:
    Gràcia, Marta
    Jarque,, Maria Josep
    Murià,, Marta Astals
    Rouaz, Kholoud
    Powiązania:
    https://bibliotekanauki.pl/articles/454262.pdf
    Data publikacji:
    2019
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    oral linguistic competence
    assessment
    initial teacher training
    interaction
    rubric
    Opis:
    The assessment of communicative competence (speaking and listening) of students in initial teacher training is a field of study with few research despite its importance both for the learning process itself and for the subsequent professional performance. This article presents the results of a pilot study designed to identify the changes in the students’ abilities from two groups in the initial teaching training when introducing a teaching innovation with the purpose of contributing to improve their oral communicative and linguistic competence. The evaluation instruments used are EVALOE and a rubric about the argumentative text. The results show the adequacy of these instruments as teaching innovation resources for both the improvement of the students’ oral competence and its assessment.
    Źródło:
    Multidisciplinary Journal of School Education; 2019, 16; 103-125
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Attitudes Toward Inclusion Among Polish Primary School Teachers: A Strategic Factor in Implementing Inclusive Education
    Autorzy:
    Domagała-Zyśk, Ewa
    Knopik, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/2120385.pdf
    Data publikacji:
    2022-06-29
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    teacher education
    attitude towards inclusion
    special educational needs
    Polish teachers
    teacher training
    Opis:
    The purpose of the article is to determine the dominant attitude toward inclusive education among primary school teachers in Poland and to explain the predictors of this attitude. Research conducted on a group of 71 teachers using the “Attitudes Toward Inclusive Education” questionnaire showed a moderately positive attitude toward inclusive education among teachers, with statistically significant differences between teachers of grades 1 to 3 and 4 to 8. The much more positive attitude among the teachers of lower grades is supported by their richer experience of working with students with special educational needs and their broader competences and qualifications in inclusive education. These results give an important perspective that should be considered when implementing the idea of inclusion in the Polish education system (mainly when preparing teachers for the profession) so as to ensure continuity in supporting the development of all students at every stage of their education – not only in grades 1 to 3.
    Źródło:
    Multidisciplinary Journal of School Education; 2022, 11, 1 (21); 211-233
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Changing Lives, Changing Languages: Societal Impact on Language Teaching
    Autorzy:
    Kitzinger, Arianna
    Powiązania:
    https://bibliotekanauki.pl/articles/454194.pdf
    Data publikacji:
    2017
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    change
    educational challenges
    foreign language teaching (FLT)
    good practices
    teacher-training
    Opis:
    1989 was a dividing line in the history of Central & Eastern European countries. Not only political systems were re-organized, but also social and cultural relations had to be revisited. It is valid to education as well because it welcomed new structures, subjects and philosophies, very often in new educational environments. In Hungary, language education was in a special situation: due to the changing social demands it had to face new challenges with the introduction of foreign languages not widely taught up to this time. The three pillars of the study are the analysis of the shift from a socialist regime into capitalism and its reflection in language education, the description of the appearance of different languages in public and higher education, and the introduction of new methods and synergies applied in the new era of FLT (foreign language teaching). Illustrations of present results are provided from the two far ends of education, namely, pre-school education and kindergarten teacher-training.
    Źródło:
    Multidisciplinary Journal of School Education; 2017, 12; 161-179
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Posibles invitaciones para la formación ética de los maestros
    Suggestions concerning Teachers moral education
    Autorzy:
    Bara, Francisco Esteban
    Powiązania:
    https://bibliotekanauki.pl/articles/454178.pdf
    Data publikacji:
    2018
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    etica
    formacion del profesorado
    formacion universitaria
    espacio europeo de educacion superior
    ethics
    teacher training
    university education
    European Higher
    Education Area
    Opis:
    En el frontón que daba entrada a la Academia platónica había escrita una frase: “Que no entre aquí quien no sepa geometría”. Por lo visto, el gran discípulo de Sócrates tenía claro que para empezar a filosofar con ciertas garantías, antes había que conocer otras cosas, hoy diríamos disponer de conocimientos previos. Razonar, discurrir, meditar y cavilar no se puede llevar a cabo de cualquier manera, eso es, como Dios dé a entender a cada uno. No es esta una mera anécdota, sino el reflejo de un asunto que debería importar a nuestras actuales universidades. Sería interesante debatir sobre algo que cada vez más empieza a preocupar a no pocos profesores y también estudiantes, a saber: si todas las personas que acceden a la universidad están preparadas para ello. No me refiero a si han superado la selectividad o pruebas similares que demuestran que uno ha hecho suyo todo un elenco de conocimientos, o en el peor de los casos, que uno tiene una envidiable capacidad de memorización. Me refiero más bien a si uno quiere y desea emprender la aventura universitaria, si uno ansía vivir una suerte de transformación personal en el sentido más amplio y profundo del término.
    The ethical education of teachers is an inescapable necessity. It is not that we are trying to follow some directives regarding university education adapted to the 21st century, nor is it that the new educational model demands it. The point is that we need and want our teachers to become the artists of education. This paper aims to highlight this need as well as the criteria of teacher excellence. It also gives some suggestions regarding the training of prospective teachers, which might help them acquire moral virtue, so that their educational encounters could prove worthwhile.
    Źródło:
    Multidisciplinary Journal of School Education; 2018, 14; 99-117
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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